Utilization of design principles for hybrid learning configurations by interprofessional design teams

Petra H.M. Cremers, Arjen E.J. Wals, Renate Wesselink, Martin Mulder

    Research output: Contribution to journalArticleAcademicpeer-review


    Educational design research yields design knowledge, often in the form of
    design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design.
    In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are
    situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired
    outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.

    Translated title of the contributionHet gebruik van ontwerpprincipes voor hybride leeromgevingen door interprofessionele ontwerpteams
    Original languageEnglish
    Pages (from-to)289-309
    JournalInstructional Science
    Issue number2
    Publication statusPublished - 1 Apr 2017


    • education

    Cite this